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Abstract
When we speak about the concept of "permanent education", our attention focuses on comprehensive and broad approaches to the instructive-educational process that go beyond, or, at least, should go beyond what we call or we mean by the traditional boundaries of school and formal education. In fact, the lifelong education constitutes sine qua non a continuing process of learning and development throughout life, a process that takes place in various contexts and at different stages of our lifetime. In this context, we can state that the permanent education must be in agreement with everything that means, on the one hand, the educational market, and on the other hand, the economic market corroborated with the idea of the labor market.
We believe that such an assumption is justified by the very demands and new orientations of the labor market as well as by the need of the human being to continuously develop himself in relation to himself and also to everything that is around him. Such a reform of the educational society (Comenius) and of the human being (Dewey), in relation to what the continuous development entails, only brings into discussion a series of ideas such as the continuous learning, the (self) exploration, the personal development and so on.Therefore, the analysis of this paper will focus on the one hand, on the paradigmatic approach to the concept of "permanent education" (from a diachronic and synchronic viewpoint), and on the other hand, on the analysis of specific features of some paradigms related thereof. Thus, we will try to show that its benefits and impact may vary according to individual context and needs.

The article offers an analysis of ethical concepts in Russian religious-didactic literature of the 17th century. The main sources are alphabets published in Moscow. There were two alphabets printed by Vasily Burtsov, and an alphabet by Karion Istomin, as well as "Azbuka s oratsiey" (Alphabet with Didactics), and the manuscript "Alfavititsy didaskala" (Small Alphabet of a Teacher). These alphabets can be considered as religious-didactic literature because in addition to grammar, these manuals included the narration "On the Letters" by Chernorizets Hrabar (Hrabar, the Black Robe Wearer), extensive religious-anthropological reasoning, prayers, the Credo, Decalogue (in the Alphabet by Karion Istomin only), the Beatitudes, and other texts which were presented in Catholic catechisms of that time, as well as in the "Profession of Faith" by Peter Mogila (he used the Catholic catechism in his "Profession"). The influence of Reformation ideas is obvious, too. Several works by Karion Istomin, the alphabet primarily, were written and illustrated under the influence of "Orbis sensualium pictus" by John Amos Comenius, the last bishop of the Unity of Brethen (Bohemian or Moravian Church). The content of these manuals (including visual content) allows us to conclude that their mass publication was induced by the disciplinary revolution that began after the end of the Smuta (the Time of Troubles) in Russia, which is associated with the House of the Romanovs coming to power. The creation of a new tsardom was impossible without new people whose education was based on religious ideas and regulations. Ethical concepts in these books were almost inseparable from religious regulations, which is explained by the doctrinal aims of primary education in Russia of the 17th century.

This paper discusses major challenges for the development of teacher education for inclusion through an analysis of relevant recent experience in Malta. Inclusion in society and in education has been explicitly on the Maltese national agenda for the past two decades. The Faculty of Education of the University of Malta has been one of the main actors of the inclusion initiative and has also taken a European initiative through the recent co-ordination of a seven-country, 3-year European Union Comenius project on preparing teachers for responding to student diversity. This paper is based mostly on the reflective experience of the author at the Faculty of Education over the past several years. A brief picture of the Maltese education system is followed by a description of the challenges that have been encountered in the promotion of inclusion. These include the development of a rights-based approach to the education of persons with disability and the widening of its application to all minority or disadvantaged groups, and the impact of political and social contexts on the development of inclusive schools. These developments are then related to intertwined initiatives for teacher education for diversity that were further influenced by the leadership of deans and heads of the department in the faculty of education. Finally, four current issues are highlighted, namely: the strategic balance between the education of specialist educators and that of all teachers for diversity, and between specific and infusion models for such education, and, finally, the pedagogic balance between the academic and experiential learning about inclusion, and between the theory and practice of inclusive teaching. ; peer-reviewed

Der Band stellt Leben, Werk und Wirkungsgeschichte von Persönlichkeiten vor, welche die Geschichte des Kindergartens und des frühpädagogischen Denkens maßgeblich geprägt und mitbestimmt haben. Im laufenden Prozess der Kindergartenreform kann die Besinnung auf Klassiker und WegbereiterInnen der Frühpädagogik hilfreich sein. Sie haben Fragen formuliert und Antworten versucht, die uns noch heute beschäftigen. Und sie haben die Geschichte des Kindergartens mitgeprägt und das Verständnis für die Bildsamkeit der frühen Lebensjahre begründet. Kein Name ist mit der Geschichte des Kindergartens und der Frühpädagogik so eng verbunden wie der Name Friedrich Fröbel. Daneben sind Namen von Personen, die vor, während und nach Fröbel gewirkt haben, häufig nur noch einem kleinen Kreis von Fachleuten bekannt oder sind aus dem kollektiven Gedächtnis der Frühpädagogik verschwunden.

Frontmatter -- Preface -- Contents -- INTRODUCTION. The Utopian Propensity -- PART I. The Ancient and Medieval Wellsprings -- 1. Paradise and the Millennium -- 2. The Golden Age of Kronos -- 3. The Great Transmission -- PART II. The Birth of Utopia -- 4. The Passion of Thomas More -- 5. A Città Felice for Architects and Philosophers -- 6. Heaven on Earth for the Common Man -- PART III. Flowering and Death of the Christian Utopia -- 7. Pansophia: A Dream of Science -- 8. Bruno, the Magus of Nola -- 9. Bacon, Trumpeter of New Atlantis IO. Campanella's City of the Sun -- 10. Campanella's City of the Sun -- 11. Andreae, Pastor of Christianopolis -- 12. Comenius and His Disciples -- 13. Topsy-Turvy in the English Civil War -- 14. The Sun King and His Enemies -- I 5. Leibniz: The Swan Song of the Christian Republic -- PART IV. Eupsychias of the Enlightenment -- 16. The Philosophes's Dilemma -- 17. The Monde Idéal of Jean-Jacques -- 18. Freedom from the Wheel -- 19. Turgot on the Future of Mind -- 20. Condorcet: Progression to Elysium -- 21. Kant: Beyond Animality -- PART V. A Revolutionary Diptych -- 22. New Faces of Love -- 23. Equality or Death -- PART VI. The Union of Labor and Love -- 24. The Battle of the Systems -- 25. Saint-Simon: The Pear Is Ripe -- 26. Children of Saint-Simon: The Triumph of Love -- 27. Fourier: The Burgeoning of Instinct -- 28. Owen's New Moral World -- PART VII. Marx and Counter-Marx -- 29. Marx and Engels in the Landscape of Utopia -- 30. Comte, High Priest of the Positivist Church -- 31. Anarchy and the Heroic Proletariat -- PART VIII. The Twilight of Utopia -- 32. Utopia Victoriana -- 33. Darwinism, the Ambiguous Intruder -- 34. Freudo-Marxism, a Hybrid for the Times -- EPILOGUE. The Utopian Prospect -- Notes -- Selected Bibliography -- Index

Language, Ideology, Media: Gender/Sexuality Relations in Hungary is an annual interdisciplinary conference first launched in September 2005 that has grown into "the only regular research forum for feminist scholarship concerned with Hungarian cultural practices of gender and sexuality" (http://primus.arts.u-szeged.hu/ieas/gender/index.html). Since the first contextualizing/grounding event in 2005, whose theme was 'A nő helye a magyar nyelvhasználatban' (Woman's Place in Hungarian Language Use), the conference has touched upon such important issues as stereotypes of "woman" and "femininity" (2006), feminine/masculine identity and experience (2007), the relation of "woman" and body/sensuality (2008), the spaces of sexuality (2009) institutionalizations of gender relations with a specific focus on the intersection of gender and nation(alism) in Hungary (2010). (See the Archive section of the webpage for detailed information.) The theme of the upcoming 2011 conference will concern issues of gender relations and feminism in post-socialist Hungary. To date the conference is the only academic forum in Hungary that provides an opportunity to explore contemporary issues of the relations of Hungarian language and power, cultural representations and ideology, and Hungarian women and feminist thought from an interdisciplinary perspective attracting scholars from Hungarian as well as non-Hungarian universities. Speakers of the conference include well-established feminist scholars with international visibility, such as Louise O. Vasvári (New York University, Stony Brook University), Andrea Virginas, Sapientia, Transylvanian Hungarian University, Cluj, Bolemant Lilla Comenius University, Bratislava, Mária Joó ELTE, Budapest, Judit Friedrich, ELTE Budapest, Nóra Sélley, University of Debrecen, or Erzsébet Barát (University of Szeged, Central European University, Budapest), and Anna Kérchy (University of Szeged). The conference also attracts young Hungarian scholars entering academia, for whom the conference provides an invaluable platform for professional experience and networking.

Die vorliegende Arbeit untersucht die Möglichkeit der staatlichen Umsetzung von Volksbildungprojekten innerhalb einer bürgerlichen Demokratie. Diese Fragestellung wird im konkreten sozialen Kontext des brasilianischen Bundesstaates Santa Catarina analysiert, indem in kritischer Auseinandersetzung mit historisch früheren Projekten dieser Art in Europa und Brasilien die Wirkungen der Einführung eines Rahmenlehrplans in diesem Bundesstaat untersucht werden. Die Analyse basiert auf der Beobachtung des Handelns von Staatsvertretern innerhalb des Regierungsapparates von Santa Catarina während des Umsetzungsprozesses eines Rahmenlehrplans, der auf Prinzipien des Historischen Materialismus basiert. Bezüglich der politischen Bedeutung des Regierungshandelns bilden die Überlegungen Antonio Gramscis den wichtigsten theoretischen Bezugsrahmen, während das Werk Vygotskys diesen Bezugsrahmen hinsichtlich der verschiedenen Aspekte des Lernprozesses formuliert. Weiterhin wird auf die Überlegungen von Autoren wie Luther, Comenius, Kant, Hegel und Wilhelm von Humboldt zurückgegriffen. Methodologisch konfrontierte die Untersuchung die Resultate einer kritischen Analyse der Forschungsliteratur mit statistischen Informationen bezüglich der Einführung und Umsetzung des Rahmenlehrplans wie auch mit eigenen Aussagen der an diesem Prozess beteiligten Personen. ; O presente estudo aborda a possibilidade do desenvolvimento de projetos educacionais de interesse popular no âmbito do Estado em uma democracia burguesa. O tema é analisado num contexto social concreto, o Estado de Santa Catarina, no estudo dos reflexos da implementação da Proposta Curricular, em diálogo com outros momentos históricos em que projetos dessa natureza se desenvolveram em outras partes do mundo. A análise é feita a partir da observação da ação de agentes do Estado no interior do Governo do Estado de Santa Catarina, no processo de implementação de uma proposta curricular fundamentada no Materialismo Histórico. Toma-se como referência teórica principal a contribuição de Antonio Gramsci no que tange ao sentido político da ação educacional e de Vygotsky no tocante aos aspectos relacionados à aprendizagem. Como referências complementares, autores como Lutero, Comênio, Kant, Hegel e Wilhelm von Humboldt. A metodologia utilizada para este estudo foi a pesquisa bibliográfica, cotejada com levantamento de informações de campo sobre a implementação da Proposta Curricular de Santa Catarina e estudo de textos produzidos no âmbito do processo de sua elaboração.

Am Beispiel des deutsch-niederländisch-polnischen Comeniusprojektes "Fremd sein, Freund sein 1939 - 2009 - 2050" wird aufgezeigt wie die Schüler durch die Erfahrung, Europäer zu sein und als Europäer gemeinsam Theater zu spielen, dazu beiträgt, die europäische Identität der Schüler und ihre europäische Bürgerkompetenzen zu stärken. (DIPF/Autor)

Andreas Schyra delineates the previous scientific and practical applications of indices as benchmarks for single asset classes such as stocks, commodities, German governmental bonds, and cash as well as especially for multi-asset portfolios. The author gives recommendations for allocating equity portfolios in the Eurozone under consideration of industrial and regional factors by an empirical analysis. As the most common benchmark index for the Eurozone, the Dow Jones Euro STOXX 50 is analysed in respect of index effects. This serves as a consideration of the active anticipations of index membership exchanges and a passive index investment during short- and long-term periods. Furthermore a correlation weighted equity index, established by different TMI industry indices of the Eurozone is calculated, which serves as benefit for diversification opportunities of two multidimensional diversified and systematically allocated multi-asset portfolios. Contents · Principles of Portfolio Management, Indexing and Benchmarking Approaches· Trend Dependent Correlation Analysis of Equities and Commodities in the Eurozone· Investigation of Index Effects by the Dow Jones Euro STOXX 50· Development of a Correlation Weighting Approach for Equity Index Members· Multi Asset Portfolio Construction within the EMU· Verification of the Validity of the Portfolio Selection Theory Target Groups· Researchers and students in the field of finances with a special focus on portfolio management and indexing· Private and institutional investors AuthorDr. Andreas Schyra completed his extra-occupational PhD-study under the supervision of doc. RNDr. Ján Pekár, Ph. D., at the Comenius University Bratislava, Slovakia. He is a member of the board of a company acting in the field of asset management, where he is responsible for the treasury and the advisory business. Furthermore he acts as a lecturer in the subject group of finance at the FOM University of Applied Sciences.

International audience ; Présentation : Il s'agit d'approcher au plus près ce qu'on appelle « l'esprit des Lumières », entendu comme progrès de la connaissance et des moeurs par l'usage libre de la raison individuelle, à la fois contre l' « illuminisme » (cf. Kant) et contre le « dogmatisme » (cf. Condorcet). « Le sommeil de la raison engendre des monstres » (Goya). On examinera en priorité les trois domaines où le XVIII e siècle va exercer avec force cette liberté de penser : le domaine politique avec Montesquieu et Rousseau, le domaine des moeurs avec Voltaire et Laclos et le domaine religieux avec Diderot. L'origine des Lumières est cependant à rechercher un siècle plus tôt, comme le devinait Voltaire, durant celui de Louis XIV, à travers les trois mouvements d'idées qui marquent l'émancipation de la raison universelle et de la personne libre : le courant libertin (Cyrano de Bergerac), le libre examen « réformé » (Comenius) et le doute radical (Descartes). Mais ce n'est qu'avec ce que l'on appelle le « Siècle des Lumières » que l'on passera à l'idée d'un progrès possible de « l'esprit humain » (Condorcet). Dès l'ouverture du second tome de la Démocratie en Amérique, Tocqueville montre comment on est passé imperceptiblement de la promotion de l'humain durant la Renaissance au refus radical des références qu'inspirent les doctrines totalisantes politiques ou religieuses. Pour l'homme des Lumières l'argument d'autorité ne convainc plus. Il faut lui substituer l'autorité d'une argumentation rationnelle qui emporte la conviction. « Considérons, écrit Tocqueville, l'enchaînement du temps. Au 16 e siècle, les Réformateurs soumettent à la raison individuelle quelques-uns des dogmes de l'ancienne foi. Mais ils continuent à lui soustraire la discussion de tous les autres. Au 17 e siècle, Bacon, dans les sciences naturelles et Descartes, dans la philosophie proprement dite, abolissent les formules reçues, détruisent l'empire des traditions et renversent l'autorité du maître ? Les philosophes du 18 e siècle généralisent ...

Im Mittelpunkt binationaler und internationaler Bildungsveranstaltungen steht vornehmlich die Begegnung. Politische, soziale und ökonomische Aspekte hingegen werden allzu selten thematisiert. Die politische Dimension kann zwar als Hintergrundfolie mitschwingen, wird in der Praxis jedoch nicht immer für eine kritische Reflexion zur Gewinnung politischer Urteilsfähigkeit genutzt. Die Potenziale der politischen Bildung werden generell nicht ausgeschöpft. Der vorliegende Band regt anhand von vier Fragen eine konzeptionelle Weiterentwicklung internationaler Jugendbegegnungen an: 1. Worin liegt der politische Gehalt internationaler Jugendbegegnungen? 2. Wie kann das politische Profil von Jugendbegegnungen gestärkt werden? 3. Welche Angebote gibt es, die diesen Ansprüchen gerecht werden? 4. Müssen spezifische Angebote mit einem entsprechende Profil entwickelt werden? Prof. Dr. Hermann Josef Abs ist Professor für Erziehungswissenschaft mit dem Schwerpunkt Schulpädagogik an der Universität Duisburg-Essen und nationaler Koordinator für die 'International Civic and Citizenship Education Study 2016' (ICCS 2016). Seine Forschungsschwerpunkte liegen im Bereich Veränderung von Schule und der Entwicklung von Lehrerprofessionalität angesichts sich wandelnder gesellschaftlicher Herausforderungen. Ulrich Ballhausen ist wissenschaftlicher Mitarbeiter am Institut für Didaktik der Demokratie der Gottfried Wilhelm Leibniz Universität Hannover. Er ist zugleich ehrenamtlich Vorsitzender des Arbeitskreises deutscher Bildungsstätten (AdB e. V.). Ulrich Ballhausen ist seit über 25 Jahren in der politischen Jugendbildung und der internationalen Jugendarbeit tätig. Dr. Helle Becker ist Kultur- und Erziehungswissenschaftlerin und spezialisiert auf angewandte Forschung und deren Nutzbarmachung für die Praxis. Ihre Arbeitsschwerpunkte sind die politische, internationale und kulturelle Jugend- und Erwachsenenbildung, Zusammenarbeit unterschiedlicher Bildungssektoren sowie Qualitätsentwicklung. Sie ist Autorin zahlreicher Veröffentlichungen und hat diverse Lehraufträge inne, zurzeit an der Universität Luxemburg und an der Hochschule Osnabrück. Sie ist Leiterin des Büros 'Expertise Kommunikation für Bildung' und des Projekts 'Transferstelle politische Bildung'. Gottfried Böttger war nach dem Studium der Politikwissenschaft, Geschichte und Germanistik an der Universität Tübingen zwölf Jahre Lehrer am Wildermuth-Gymnasium in Tübingen. Ab 1991 leitete er für zehn Jahre bei der Landeszentrale für politische Bildung Baden-Württemberg (LpB) das Referat Zukunft und Entwicklung. Gottfried Böttger war bis Anfang 2016 Abteilungsleiter des Pädagogischen Austauschdienstes im Sekretariat der Kultusministerkonferenz. Prof. Siegfried Frech ist Publikationsreferent bei der Landeszentrale für politische Bildung Baden-Württemberg und verantwortet die Zeitschrift 'Der Bürger im Staat' und die Didaktische Reihe. Er hat eine Honorarprofessur (Didaktik politischer Bildung) am Institut für Politikwissenschaft der Eberhard Karls Universität Tübingen. Janina Jasper ist wissenschaftliche Mitarbeiterin der 'International Civic and Citizenship Education Study 2016' (ICCS 2016) und Dozentin an der Universität Duisburg-Essen. Während ihres Studiums setzte sie sich u.a. als ERASMUS-Studentin an der University of Eastern Finland und COMENIUS-Stipendiatin in Norwegen mit skandinavischen Bildungssystemen und interkulturellem Lernen auseinander. Knut Möller ist seit dem Jahr 2000 Geschäftsführer des Deutschen YFU Komitees e. V. Er hat eine Ausbildung zum höheren Lehramt für die Fächer Geschichte und Sport sowie eine betriebswirtschaftliche Zusatzausbildung absolviert. Aktuelle Themen, die ihm am Herzen liegen, sind die Organisation bürgerschaftlichen Engagements sowie der Zusammenarbeit zwischen ehrenamtlichen und hauptamtlichen Mitarbeiterinnen und Mitarbeitern, die Entwicklung von Austauschprogrammen mit Ländern außerhalb des westlichen Kulturkreises und die Einbeziehung von Jugendlichen, deren Eltern keine Hochschulausbildung haben, in internationale und interkulturelle Bildungsprogramme. Prof. Dr. Monika Oberle ist Professorin für Politikwissenschaft/Didaktik der Politik an der Georg-August-Universität Göttingen.

Transformation approaches for J. A. Comenius class-lesson system that subsequently can be used to ensure the maximum efficiency and effectiveness of the domestic educational system at the present stage of its development were reviewed in this article. In addition, the main principles of modernization of the present educational system were formulated; and ways of harmonization of the eight determining factors that can be used to ensure the goal-directed formation of learner's personal intelligence at the classlesson system were identified. Such as:- the integrational interaction of teachers of different disciplines;- the changes in the way of teacher training;- the increasing of the number of individual, collective and individual-collective forms of competition in the learning environment;- the domination of democratically-generalized forms over dogmatical forms of feedback and assessment of educational achievements;- the orientation of training process to career clusters – groups of related professions (based on the theory of multiple intelligences);- the active implementation of the model « knowledge and competence»;- the increasing of the number of non-traditional forms of learning (competitive, advanced, flipped); - the paradigm shift of pedagogical assessment - re-evaluation of existed pedagogical automation tools of educational achievements assessment. At the same time, taking into account the intensive development of information and communication components of pedagogical technologies the possibility of a significant expansion of the content and action limits of few didactic principles were shown; as well as the examples of balanced organization of flipped learning were analyzed in the article. ; У статті розглянуто підходи до трансформації класно-урочної системи Я. А. Коменського, що у перспективі можуть забезпечити максимальну ефективність та результативність вітчизняної системи освіти на сучасному етапі її розвитку. Визначено шляхи гармонійного об'єднання восьми визначальних факторів, що забезпечать цілеспрямоване формування особистісного інтелекту учня в середовищі класно-урочної системи. У роботі показано можливість суттєвого розширення змісту і меж дії деяких дидактичних принципів із урахування інтенсивного розвитку інформаційно-комунікаційних складових педагогічних технологій. Також проаналізовано приклади збалансованої організації перевернутого навчання та здійснено переоцінку наявних педагогічних інструментів автоматизації процесу оцінювання навчальних досягнень.

International audience ; Why teach with images? What images should be taught? How should they be approached? What do images teach us such that we learn not just from images or through images? How can we make use of their emotional power and analyze our study of them? Bringing together the perspectives of literature, art history, applied arts, film and pedagogy specialists in addition to those of an editor, a novelist, and a graphic designer, this volume traces the history of using images as a pedagogical tool and proposes directions for a new pedagogy of the image. This volume allows contemporary reflections to be informed by the past and for the work of historians to be nuanced by a modern application.The digital revolution offers unprecedented access to a profusion of images but does the body of images thus benefit from some kind of renewal and are our pedagogical practices transformed? The historical perspective proposed in this collection demonstrates that at each important moment in the history of pedagogy, the image is seen as a privileged medium for pedagogical innovation, while crystalizing a certain number of questions that lie at the heart of the debates within the world of education. Comenius was the first to correlate the use of images in language learning with discussions of the idea of educability. At once universal and cultural, in their effects as in their content, images appear throughout these essays as ideological vectors and as creators of interculturality. Immediately visible but undeniably complex, if we consider the apparatus that each one puts into place, whatever its nature and function may be, images present themselves on the one hand as effective tools for democratizing knowledge, and on the other, as scholarly objects that demand an expert's knowledge, the practitioner's perspective, the mediator's encouragement. Two traditions coexist and cross paths in this history (story?) of a meeting with and around the image: a critical approach, often favorable to the image/text connection that ...

International audience ; Why teach with images? What images should be taught? How should they be approached? What do images teach us such that we learn not just from images or through images? How can we make use of their emotional power and analyze our study of them? Bringing together the perspectives of literature, art history, applied arts, film and pedagogy specialists in addition to those of an editor, a novelist, and a graphic designer, this volume traces the history of using images as a pedagogical tool and proposes directions for a new pedagogy of the image. This volume allows contemporary reflections to be informed by the past and for the work of historians to be nuanced by a modern application.The digital revolution offers unprecedented access to a profusion of images but does the body of images thus benefit from some kind of renewal and are our pedagogical practices transformed? The historical perspective proposed in this collection demonstrates that at each important moment in the history of pedagogy, the image is seen as a privileged medium for pedagogical innovation, while crystalizing a certain number of questions that lie at the heart of the debates within the world of education. Comenius was the first to correlate the use of images in language learning with discussions of the idea of educability. At once universal and cultural, in their effects as in their content, images appear throughout these essays as ideological vectors and as creators of interculturality. Immediately visible but undeniably complex, if we consider the apparatus that each one puts into place, whatever its nature and function may be, images present themselves on the one hand as effective tools for democratizing knowledge, and on the other, as scholarly objects that demand an expert's knowledge, the practitioner's perspective, the mediator's encouragement. Two traditions coexist and cross paths in this history (story?) of a meeting with and around the image: a critical approach, often favorable to the image/text connection that ...

International audience ; Why teach with images? What images should be taught? How should they be approached? What do images teach us such that we learn not just from images or through images? How can we make use of their emotional power and analyze our study of them? Bringing together the perspectives of literature, art history, applied arts, film and pedagogy specialists in addition to those of an editor, a novelist, and a graphic designer, this volume traces the history of using images as a pedagogical tool and proposes directions for a new pedagogy of the image. This volume allows contemporary reflections to be informed by the past and for the work of historians to be nuanced by a modern application.The digital revolution offers unprecedented access to a profusion of images but does the body of images thus benefit from some kind of renewal and are our pedagogical practices transformed? The historical perspective proposed in this collection demonstrates that at each important moment in the history of pedagogy, the image is seen as a privileged medium for pedagogical innovation, while crystalizing a certain number of questions that lie at the heart of the debates within the world of education. Comenius was the first to correlate the use of images in language learning with discussions of the idea of educability. At once universal and cultural, in their effects as in their content, images appear throughout these essays as ideological vectors and as creators of interculturality. Immediately visible but undeniably complex, if we consider the apparatus that each one puts into place, whatever its nature and function may be, images present themselves on the one hand as effective tools for democratizing knowledge, and on the other, as scholarly objects that demand an expert's knowledge, the practitioner's perspective, the mediator's encouragement. Two traditions coexist and cross paths in this history (story?) of a meeting with and around the image: a critical approach, often favorable to the image/text connection that ...